关于专业英语教学的思考 ——基于ESP教学法及“根据原理教学”

论文摘要

20世纪60年代,随着战后全球经济的膨胀以及英语教学界理论的发展,专门用途英语（ESP）应运而生。近年来,作为一种实用的教学法,专门用途英语在国内外教学界日益受到重视。而中国理工科院校开设的专业英语课程则是专门用途英语的典型范例。早在二十几年前专业英语（SBE）教学就在中国高校开展起来,且目前已被教育部列为大学必修课程。但在我国专业英语的发展和实施情况并不尽如人意,同样作为必修课程,专业英语并未受到和基础英语同等的重视。各高校专门用途英语课程在教师,教材,教学方法,任务设置等方面呈现出随意性和不系统性。在ESP教学法之外,布朗提出的十二条教学原理集中反映了20几年来第二语言教学研究方法的最新成果。他提出的“根据原理教学”这一思想标志着第二语言教学已从“迷信方法”的年代进入了一个开放的理性时期。本文以两份真实的问卷、学生访谈和课堂观察为基础,了解了专业英语教学的现状以及学生的亲身感受和需求,并将这些现象结合以上提出的ESP教学法、根据原理教学的思想以及当今流行的折衷的综合教学模式进行思考。基于ESP理论,本文设计了一份问卷,目的在于对专业英语的现状进行考察,并通过问卷和访谈分析得出理工科学生对于专业英语的需求,即除了学习和专业相关的英语知识他们还期望综合培养听说读写的能力,从而加强用英语进行交际的能力。此外,文章还从布朗的十二条理论当中提出了四条理论作为对专业英语教学进行思考的理论基础,同时对这四条原理的可行性进行了论证,并通过第二份问卷及访谈从学生的角度求证了其可行性。因为针对“综合”的趋势,布朗还提出了五个通用的教学模式,这五种模式的提出和理工科学生的需求是相呼应的。因此,本文又选用其中的三种—基于内容的教学（Content-based Teaching）,基于主题的教学（Theme-based Teaching）,以及基于任务的教学（Task-based Teaching）作为专业英语教学在方法论方面的借鉴,而这三种模式的主要理论支持正是本文提出的四条理论。四条原理和三个模式,互相论证,互相支持。三个模式又呼应了学生的实际需求。最后,在分析了学生的需求,专业英语教学当中存在的问题以及三种教学模式各自的优点之后,作者将三种模式进行了综合,然后就专业英语课程的任务设置,学生学习策略的培养,教师素质的培养等方面对大学专业英语教学的实践者们提出了几点建议。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 General Description of the Study
• 1.3 Research Design
• 1.4 Outline of the Thesis
• Chapter Two Literature Review
• 2.1 ESP in Brief
• 2.1.1 Definition of ESP
• 2.1.2 Origins & Development of ESP
• 2.1.3 Classification of ESP
• 2.1.4 Needs Analysis
• 2.2 Introduction to the Twelve Principles
• 2.2.1 Background of the Twelve Principles
• 2.2.2 Twelve Principles
• 2.2.2.1 Cognitive Principles
• 2.2.2.2 Affective Principles
• 2.2.2.3 Linguistic Principles
• Chapter Three Status Quo of SBE Teaching
• 3.1 Status Quo of ESP
• 3.1.1 Use of ESP in Modern Life
• 3.1.2 Status Quo of ESP in Modern English Teaching Industry
• 3.1.3 Status Quo of ESP in China
• 3.2 Existing Problems in Currently Available English Courses
• 3.2.1 Relearning
• 3.2.2 No Opportunity to Use English
• 3.2.3 An Unsatisfactory Examination System
• 3.2.4 About the SBE Course
• 3.3 A Typical SBE Class and theObserved Problems Thereof
• 3.3.1 Process of the Class
• 3.3.2 Drawbacks of the Class
• Chapter Four Tendency of Integration and Realization of Integration
• 4.1 Tendency of Integration of the “Four Skills”
• 4.2 Realization of Integration
• 4.2.1 Content-based Teaching
• 4.2.2 Theme-based Teaching
• 4.2.3 Experiential Learning
• 4.2.4 The Episode Hypothesis
• 4.2.5 Task-based Teaching
• 4.3 Reasons for the Introduction to “Integration”
• Chapter Five Meditation on SBE Teaching
• 5.1 Practical Foundation for Suggestions on Improving SBE Teaching
• 5.1.1 Characteristics of the Science and Engineering Majors
• 5.1.2 Practical Needs of the Students of Science and Engineering
• 5.2 Theoretical Foundation for Suggestions on Improving SBE Teaching
• 5.2.1 Feasibility of the Automaticity Principle
• 5.2.2 Feasibility of the Meaningful Learning Principle
• 5.2.3 Feasibility of the Intrinsic Motivation Principle
• 5.2.4 Feasibility of the Communicative Competence Principle
• 5.2.5 Students’Attitude towards the Four Principles
• 5.3 Methodological Foundation for Suggestions on Improving SBE Teaching
• 5.3.1 Why Experiential Learning is not Suggested
• 5.3.2 Why the Episode Hypothesis is not Suggested
• 5.3.3 Feasibility of Content-based Teaching
• 5.3.4 Feasibility of Theme-based Teaching
• 5.3.5 Feasibility of Task-based Teaching
• 5.3.6 Students’Attitude towards the Teaching Models
• 5.4 Internal Relations of the Adopted Theories and Teaching Models
• 5.5 Suggestions on the Teaching Method
• 5.5.1 Integration of the Three Teaching Models
• 5.5.2 Design of Tasks
• 5.5.3 Team-teaching
• 5.5.4 Cooperative Learning Strategy
• 5.5.5 Scientific English Grammar Teaching
• 5.6 Four Principles must be Abided by When Designing the Course
• 5.6.1 Arousing Students’Intrinsic Motivation
• 5.6.2 Training the Four Skills Simultaneously
• 5.6.3 Placing Centeredness on the Students
• 5.6.4 Encouraging Students to Develop Learning Strategies
• 5.7 Required Development of the Teaching Faculty
• Chapter Six Conclusion
• 6.1 Summary of the Study
• 6.2 Implications
• 6.3 Limitations
• 6.4 Suggestions for Future Research
• Acknowledgements
• Bibliography
• 研究成果
• Appendix I 专业英语问卷调查
• Appendix II
• Appendix III 关于专业英语课程的访谈提纲